Response to Intervention for Parents


The Illinois State Board of Education (ISBE) believes that increased student learning requires the

consistent practice of providing high quality instruction matched to student needs. Response to

Intervention (RtI) is a general education initiative which requires collaborative efforts from all

district staff, general educators, special educators and bilingual/ELL staff. In a quality

educational environment student academic and behavioral needs must be identified and

monitored continuously with documented student performance data used to make instructional

decisions.

 The process of such identification and continuous monitoring are the foundational pieces of a

successful system of early interventions. The success of all students toward the Illinois Learning

Standards is improved when instructional and behavioral goals are frequently monitored. Data

derived from such monitoring should then inform instructional strategies gauged to enhance

success. It is important to note that it is through the continuous use of progress monitoring and

analysis of student academic and behavioral growth that proper instructional and curricular

responses may be made.

The proposed state framework supporting the development of a system of scientifically, research

based interventions is outlined in the remainder of this document. As districts develop their RtI

Plans by January 2009, their plans shall support a fluid model of response to interventions of

varying intensity to meet the needs of all students.

What is RtI?

 

Response to Intervention (RtI) is “the practice of providing 1) high-quality instruction/

intervention matched to student needs and 2) using learning rate over time and level of

performance to 3) make important educational decisions” (Batsche, et al., 2005). This means

using differentiated instructional strategies for all learners, providing all learners with scientific,

research-based interventions, continuously measuring student performance using scientifically

research-based progress monitoring instruments for all learners and making educational

decisions based on a student’s response to interventions.

RtI has three essential components:

 1) Using a three tier model of school supports

         Within an RtI framework, resources are allocated in direct proportion to student needs.

 2) Utilizing a problem-solving method for decision-making

     Across the tiers, the problem solving method is used to match instructional resources to educational needs

 3) Having an integrated data system that informs instruction

        Within an RtI model, progressively more intensive interventions and supports are coupled with more

     frequent progress monitoring of student achievement in order to guide the educational planning. 

*For a more indepth explanation of the entire framework, click here: Illinois State RtI Plan

 

Below is UTHS RtI information, UTHS Contacts, and Materials for you to use in assisting your student.

It will be updated as new resources are made available.

  UTHS RtI INFORMATION & HANDOUTS       CONTACTS
What is RtI? Mark Pustelnik Assistant Principal 752-1630
Parent’s Information Anthony Ragona Assistant Principal 752-1600
Response to Intervention e-book
RtI for High Schools
UTHS Parent’s Guide – Section 504
UTHS 504 Desk Reference

 

 

UTHS RtI Pyramid
UTHS RtI Flowchart Tier 1 & Tier 2
Time Management Tips
Study Skills Handout